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Mary Lou Fulton Teachers College’s Office of Global Engagement, formerly known as the Center for Advanced Studies in Global Education, advances research and mobilizes knowledge to address education equity and global sustainability challenges. That work includes:

The global education workforce

Education workforce challenges impede progress on education goals and outcomes around the world. The Office of Global Engagement at Mary Lou Fulton Teachers College is taking a leadership role in the international conversation about how best to address these challenges. Read recent work from MLFTC faculty and staff who are collaborating with the Education Commission (the International Commission on Financing Global Education Opportunity) on its global initiative dedicated to attaining the United Nations Sustainable Development Goal 4 — ensuring inclusive and quality education and promoting lifelong learning for all.

The Possibility and Desirability of Global Learning Metrics: Commentaries

This working paper contains position statements from many of the keynote plenary debate speakers featured at the Inaugural Symposium of the Comparative and International Education Society (CIES) hosted by Arizona State University.

An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies 

This project conducted an exploratory review of the research and policy literature on ILSAs/GLMs and administered two surveys to ILSA/GLM experts, policymakers, and educators to understand whether, to what extent, and how have ILSAs/GLMs influenced education policymaking at the national level. It was authored by Gustavo E. Fischman and Amelia Marcetti Topper with the collaboration of Iveta Silova, Jessica L. Holloway and Janna Goebel.

Options in achieving global comparability for reporting on SDG 4 

Authors Silvia Montoya and Brenda Tay-Lim ask “How do we build a pragmatic system that could produce comparable results that allow for trend reporting?”

Will SDG4 achieve environmental sustainability? 

Sustainable Development Goal 4 is widely promoted as essential for achieving sustainability. However, authors Hikaru Komatsu and Jeremy Rappleye argue that serious discussion of the potentially negative interactions between education and other SDGs related to environmental sustainability are largely omitted in SDG statements.

The Voices of Saudi Arabian Educators as Leaders, Learners and Change Agents

When publishing articles about grants we often share the results of the program evaluation or highlight events.  At the Office of Global Engagement, we are taking a different approach to this work.  In collaboration with faculty at Mary Lou Fulton Teachers College, we engaged in an opportunity for fellows in the Building Leadership for Change through School Immersion project to submit articles about their own experiences as educators both in Saudi Arabia and in the United States and how they have meshed these experiences together to develop as professionals and change agents.  Through these articles you will hear the voices of leaders and learners who strive to make a difference in the lives of the children they serve and meet the needs of a country that is moving away from its reliance on petroleum production as the major source of income.  Their work is featured in Part II of the special issue in Taboo: The Journal of Culture and Education.

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